Go Tell It on the Mountain

Use these questions or activities to help gauge students’ familiarity with and spark their interest in the context of the work, giving them an entry point into the text itself.

Short Answer

1. What is the history of Black communities living in northern versus southern states in the US? Consider historical neighborhoods and regions and the significance of the distribution of demographics; reference past classroom studies and books and films you know.

Teaching Suggestion: This question asks students to consider the geographic placement of many Black communities. Geographic prominence is no accident, as many historic Black communities are located in the former slave states of the South. During the Reconstruction era of the 1870s and the Great Migration era of the 1910s, the migration flows from the South to the North increased as formerly enslaved people traveled the Northern states hoping to start a life free from oppressive and racist government policies. Neighborhoods like Harlem in New York City became epicenters of Black creative movements. Unfortunately, structural racism was still present in former “free” states, a theme Baldwin explores in the novel in the relationship between Racism and Generational Trauma. This question connects with the Paired Resources in Part 2, Chapter 1.

• Pew Research Center shares data related to “The Growing Diversity of Black America.” 
• This National Archives article discusses the causes and effects of the migration flows from Southern to Northern states, called “The Great Migration.”

2. In which ways does childhood trauma often manifest in adulthood? What are the repercussions of this trauma if a person does not find appropriate coping mechanisms?

Teaching Suggestion: This question allows students to consider Racism and Generational Trauma from a psychological perspective. Many characters have non-ideal/abnormal relationships with their family, often enduring psychological, emotional, and physical abuse. As a result, these characters turn to the comfort of the church as a coping mechanism; however, the themes of Religious Piety and Hypocrisy, as well as repressed Sexuality and Shame, ultimately inhibit diversion from their childhood traumas. The novel’s ambiguous ending does not suggest that John will break this pattern of generational trauma.

• PsychCentral offers this article about how intergenerational trauma impacts families
• This article from Mental Health America explores how racial trauma affects the mental health of affected communities.

Short Activity

Baldwin’s seminal novel is an example of mid-20th century influential Black literature. Working in small groups, research a famous author, poet, or writer who contributed significantly to Black literature during the 20th century. Consider the content of this person’s novel(s), the themes the person touches upon, and the legacy of the work. Share your findings with the class.

Teaching Suggestion: This activity situates Baldwin’s novel within the context of 20th-century Black literature. The novel is Baldwin’s first work, and he would eventually publish several notable pieces which contributed to the Black Arts Movement in the mid-20th century. Based on the class level, the links may be used below as a reference for students’ research.

• PBS.org shares a list of notable Black authors in “10 Black Authors to Read.”
• The National Archives provides an overview of artists associated with the Black Arts Movement.

Differentiation Suggestion: This short activity is written as a group work assignment, where students can develop skills working in small teams. For more advanced/college-level classes where building group work dynamics is not a primary focus, this Short Activity can be reconfigured to an individual presentation, where students can briefly share their findings informally with their peers.

Personal Connection Prompt

This prompt can be used for in-class discussion, exploratory free-writing, or reflection homework before reading the novel.

What does the word “hypocrisy” mean to you? Consider situations from your personal or general experiences where a person, organization, or institution exhibited hypocrisy. What was the outcome of the situation?

Teaching Suggestion: This prompt orients students with an important theme of the novel: Religious Piety and Hypocrisy. Baldwin’s characters are stuck in a duality of right and wrong, good and evil, and most notably, conforming to religious standards while fighting inner temptation. As a result of the extreme pressures that the characters place upon themselves and others, they often succumb to their temptations; however, this does not keep them from judging others for their wrongdoings. In this vein, religion becomes a social tool where the characters may abuse their power. This prompt connects with the Discussion/Analysis prompt.

Differentiation Suggestion: This question can also be amended for more advanced classes to focus on hypocrisy within religious institutions. This question may be sensitive for some students; however, be sure to frame the question as a critical thinking exercise, focusing on reported events instead of personal opinions. Examples for discussion include sexual abuse by religious clergy and the stealing of funds by church officials.